Unit Learning Goal

Students will understand the term “good work” as defined by excellence, ethics, and engagement. 

Lesson Goal

Students will look at the 3 Es in practice in different contexts at work.

Assessment

Students will complete two worksheets and an Exit Ticket regarding manifestations of good work in different professional contexts. These three items can be reviewed and assessed for understanding.

portfolio documentation

Resources

Total TIME

45 minutes

Instructions

1. Introduction: The Three Es Reminder [5 minutes].

  • Refresh students’ memories by displaying the chart from last class of the categorized good worker qualities under the headings of the 3 Es. Ensure that students recall the meanings of excellence, ethics, and engagement again.

2. What is Good Work? An Introduction to the Concept [15 minutes].

  • Give students the What is Good Work? handout and allow them 5 minutes to fill it out independently. There are no correct or incorrect answers to this worksheet.

  • Place students in groups of 2-3 and allow them to debate their responses with one another for 10 minutes. Students should pay attention to and discuss any areas of disagreement, and they should also seek to justify their answers using the Three Es.

3. Lead a full-class debrief of the worksheet [5 minutes].

  • Reflect as a full class using one or more of the following discussion questions:

  • How might the qualities of “good work” differ between different roles?

  • How do your views and understandings of excellence, ethics, and engagement relate to how you responded to the items?

  • Add the worksheet to the Good Work Portfolio.

  • “It was a vibrant class where the majority of the students participated. I was happy to see the shy ones taking part in the discussion. They were extremely happy to know that they shall not be judged for their responses (no right or wrong).”

  • “In one class I tried group work, in the other I asked each of them to fill them on their own silently. I think both ways it could work if students are engaged, they loved the questions so they were engaged. I still have 2 groups to teach the same lesson."

4. Good Work on the Job [15 minutes].

  • Ask students to select a job or profession that they would like to do someday.

  • Have students either write about or create a visual representation about the job that answers the following questions.

    • What is the name of the job you would like to have?

    • What type of daily tasks does a person in this line of work do?

    • What do you think it would look like for you to do “good work” if you entered this role?

  • Add the exercise to the Good Work Portfolio.

5. Exit Ticket [5 minutes].

  • Question: “What does good work look like for you as a student?”

  • Keep the written reflection for the Good Work Portfolio.

Possible Enrichments

  • Have students fill out the “Who Does Good Work?” handout.

  • This activity allows students to name good workers now that they have the context of the 3 Es. Students choose three individuals and explain why they represent “good work.”

  • Keep this worksheet for the Good Work Portfolio.